Establishment of Three Model Bioparks for Promoting

KFRI Research Report 360
Establishment of Three Model Bioparks for Promoting Awareness on
Nature Conservation
George Mathew
K. Yesodharan
Kerala Forest Research Institute
Peechi-680 653, Kerala, India
K FRI
November 2010
KFRI Research Report 360
Establishment of Three Model Bioparks for Promoting Awareness on
Nature Conservation
(Final Report of the project KFRI/508/2006
Submitted to the Western Ghats Cell, Planning and Economic Affairs Department,
Government of Kerala, March 2006 to December 2006)
George Mathew
Forest Health Division
K. Yeshodharan
Division of Forest Ecology and Biodiversity Conservation
Kerala Forest Research Institute
Peechi-680 653, Kerala, India
K FRI
November 2010
Abstract of Project Proposal
Project No. KFRI/508/2006
Title of the Project: Establishment of three model Bio-parks for promoting awareness on
nature conservation
Objectives:
•
To establish Bio-parks through student participation to generate conservation
awareness.
•
Promote imagination and creativity of students by enabling them to make
observations on plants and animals in the parks established.
Date of Commencement: March 2006
Scheduled Date of Completion: March 2007
Project team:
Principal Investigator: Dr. George Mathew, Scientist, Entomology Discipline, Forest
Protection Division
Associate: Dr. K. Yesodharan, Scientist, Botany Discipline, Division of Forest Ecology
and Biodiversity
Study Area: Model Boys’ Higher Secondary School, Trichur and Centre
for Water Resources Development and Management, Kozhikode
Duration of the study: One year
Project Budget: Rs. 4, 50, 000/ Funding Agency: Plan Grants
Contents
Page No.
Abstract
i
1. Introduction
1
II. Materials and Methods
3
Ill. Results
4-12
1. Selection of institutions for setting up Bio-park
2. Park establishment
3. Components of the park
4. Constraints in setting up Bio-parks in Schools
IV. Conclusions
13
V. Acknowledgements
13
VI. References
14
Fig. 1. General design of a Bio-park
Fig. 2. Design of Bio-park established at CWRDM, Calicut
Fig. 3. Design of Bio-park established at Model Boys’H.S.S. Trichur
a- Entrance; b- Trek path; c- Butterfly Garden; d- Aqua Garden;
e- Star Forest; f- Rock Garden; g- Medicinal Plants Garden;
h- Lawn.
Abstract
With a view to promote conservation awareness among students and the public, two
Bio-parks were established- one in a School (Trichur Model Boys’ H.S.S., Trichur)
and the other in an Academic Institution (Centre for Water Resources Research,
Development and Management, Kozhikode). The park comprised distinct functional
themes such as star forest, medicinal plants garden, butterfly garden, rock garden,
ferns and epiphytes as well as an aqua garden. Constraints in the establishment and
maintenance of Bio-parks are also briefly discussed.
i
1. Introduction
India, with its diversified ecosystems ranging from the snow-clad boreal forests of the
Himalayas to the wet evergreen forests of the Western Ghats and the deserts of
Rajasthan, is one among the twelve mega diversity countries in the world supporting a
rich and varied assemblage of biodiversity. Depletion of flora and fauna, mainly due to
human interference is a major factor leading to loss of biodiversity. It has been stated that
at the present rate of habitat loss, about one third of biodiversity in India would face
extinction by 2030 (Nayar, 1997). Species loss has tremendous implications on the
survival of mankind in this universe.
Species found in the Indian sub continent are highly diverse being drawn from different
biogeographical realms as indicated by their affinities. Out of the various biomes present
in India, the tropical forests and the oceans are the most important in terms of biological
diversity. However, because of the large human population in India, there is considerable
pressure on forests as well as oceans. As a result, a major share of biodiversity present in
these ecosystems is being depleted at a fast pace leading to disappearance of many
species of life forms. While the large organisms attract attention of the conservationists,
the smaller organisms belonging to the lesser known groups are largely ignored. It is a
well established fact that many of the lower groups of organisms play an important role
in the functioning of natural ecosystems. Apart from their ecological value, they are also
presumed to have great economic value as possible sources for many newer generation
medicines and for various commercial uses. Considering the ecological and economic
significance of these life forms, they need to be conserved. Creation of awareness among
the children and the public is very essential for the success of any conservation
programme. It was with this intention that this project was formulated under the Chief
Minister’s Special Programme. The specific objectives of this project are:
i)
To establish Bio-parks through student participation to generate conservation
awareness, and
1
ii)
To promote the imagination and creativity of students by enabling those to make
observations on plants and animals in the parks established.
Outline of the project
Kerala, situated in the southwest corner of India, covers an area of about 38863 km2.
Geographically, three zones are present- the coastal zone, the mid land and the high
ranges. Each of these zones has very specialised biota. However, due to the
developmental activities of man, most of the natural ecosystems are under stress leading
to the disappearance of characteristic flora and fauna. Under this programme, it was
proposed to assemble plants belonging to different taxonomic categories in a Bio-park so
that their ecological and economic significance could be demonstrated to the students and
the public. Animals depend on vegetation for their sustenance. Activities involving
introduction of plants in various functional groups such as medicinal plants, orchids,
aquatic plants, xerophytes and succulents, gymnosperms, ferns, grasslands and Star plants
in the Bio-park will eventually lead to the formation of typical habitats for a variety of
organisms ranging from insects and spiders to reptiles and birds, many of which at
present are facing threats of extinction due to the unprecedented developmental activities
of man.
Being an action-oriented programme involving student participation, this
programme will eventually generate interest among children to foster nature and
biodiversity.
2
II. Materials and Methods
Selection of institutions for setting up Biopark
Several rounds of discussions were made with various Institutions in each of the zones
for selecting an appropriate institution.
Design of the park
Since the major objective of the Bio-park is to enable to familiarize the students with
various groups of plants and animals, the park was designed in such a way that
representative flora drawn from various plant groups such as epiphytes, xerophytes,
aquatic plants, gymnosperms and ferns were introduced. Since the area available for
setting up a Bio-park in many Schools is rather limited, one of the targets was to go for a
miniature or modular Bio-Park which could be accommodated within the bare minimum
area. When the area available is rather limited, plants representing various themes may be
introduced in a mosaic manner. When sufficient land is available, the plants can be
introduced in distinct functional themes such as star forest and medicinal plants garden,
butterfly garden and aqua garden in order to highlight the significance of biodiversity in
culture and well being of humanity. A plot of 25m x 25m covering an area of about 625
m² area was found to be quite sufficient for setting up a small Bio-park with all the above
components.
The main entrance to the garden can be through a main gate depicting a logo indicating
the themes involved. The main components were set up on either side of a trek path of
about 1.2 m width leading from the main entrance. The path can be paved with laterite or
country bricks based on availability and either side of the path can be landscaped, with
provision for irrigation and maintaining sufficient humidity, so as to set up appropriate
habitats for introducing epiphytes, aquatic plants, xerophytes and succulents and so on.
3
III. Results
1. Selection of institutions for setting up Bio-park
A number of government schools were short listed in the three zones and several rounds
of discussions were held with the school authorities on the possibility of setting up the
Bio-park in their school. Most of the school authorities were reluctant to have this facility
due to various reasons such as scarcity of land, water shortage, security constraints, lack
of infrastructure for maintaining the facility, possible transfer of staff, reluctance to
involve students (mainly due to the fear that it might affect their academic performance)
or due to apprehensions about running the facility after the project period. Since most of
the government school authorities were reluctant, it was decided to consider research
institutions as well. After several rounds of search for locating an appropriate institution
in the three geographical zones in the State, the following institutions were selected:
1. Centre for Water Resources Research, Development and Management, Calicut.
2. Model Boys’ Higher Secondary School, Trichur Centre for Earth Science Studies,
Trivandrum.
3. Centre for Earth Science Studies, Trivandrum.
2. Park establishment
Depending upon the extent of land available in each of the institutions selected above,
separate designs were prepared for each of the institutions selected. The park design for
the various institutions is presented below.
Centre for Water Resources Research, Development and Management (CWRDM),
Calicut.
A site of 150m x 30m adjacent to the Water Museum in CWRDM campus was selected.
The land was weeded and a 150 m long undulating trek path of 1.2 m width was laid out
4
using laterite blocks. The area was landscaped so as to introduce various themes such as
lawn, star forest and medicinal plants garden, butterfly garden and aqua garden.
Necessary infrastructure including gate, fence, arches for growing creepers, gadgets for
irrigation and watering the plants as well as public amenities (benches, drinking water
etc.) were set up (Figs. 1, 2).
Model Boys’ Higher Secondary School, Trichur
A site of 30m x 15m located between two school blocks in the campus was selected. The
land was weeded and a 50 m long undulating trek path of 1.2 m width was laid out using
concrete blocks. The area was landscaped so as to introduce various themes such as lawn,
star forest and medicinal plants garden, butterfly garden and aqua garden. Necessary
infrastructure including gate, fence, arches for growing creepers as well as gadgets for
irrigation and watering the plants public amenities were also set up (Figs. 2, 3).
Centre for Earth Science Studies, Trivandrum
A site (45m x 25m) adjacent to the main office building was selected. Design and
estimates were prepared. However, the work could not be implemented due to technical
difficulties.
Components of the park
As indicated above, out of the three locations selected, Bio-parks could be established
only at two locations viz, at the Model Boys’ Higher Secondary School, Trichur and at
CWRDM, Calicut. In the former, an area of only 450² m was available and hence the
plants were introduced in a mosaic manner. In the latter, 4500 m² was available and the
plants were organized into distinct functional themes. Separate sign boards displaying
details of each theme along with separate labels for the plants introduced were set up in
the garden. The project area was fenced. Details of the various components of the Biopark are furnished below.
5
1. Medicinal plants garden
Medicinal plants belonging to 15 families were introduced as r detailed in Table 1.
Table 1. List of medicinal plants introduced in the Bio-park
Family
Species
Amaranthaceae
Achyranthes aspera, Aerva lanata, Alternanthera sessilis
Aristolochiaceae
Aristolochia indica, Thottea siliquosa
Liliaceae
Asparagus racemosus, Gloriosa superba
Scrophulariaceae
Bacopa monnieri
Bauhinia acuminate, Cassia tora, Clitoria ternatea
Fabaceae
Desmodium gangeticum, Desmodium gyrans, Mimosa
pudica, Saraca asoca, Biophytum candolleanum.
Oxalidaceae
Boerhaavia diffusa
Calotropis gigantea, Gymnema sylvestre,
Asclepiadaceae
Hemidesmus indicus, Holarrhena pubescens
Tylophora indica
Apocynaceae
Catharanthus roseus
Rutaceae
Citrus medica, Glycosmis pentaphylla, Murraya koenigii
Capparidaceae
Cleome viscose
Verbenaceae
Clerodendron paniculatum, Gmelina arborea
Lamiaceae
Coleus parviflorus
Zingiberaceae
Curcuma aromatica, Costus speciosus, Kaempferia
galangal, Zingiber officinale
Poaceae
Cynodon dactylon, Datura metel
Solanaceae
Solanum violaceum, Eclipta prostrate
6
Most of these plants generally available in our homesteads were either collected or
purchased from nurseries.
2. Butterfly garden
Butterfly gardening is a method of in situ conservation through careful choice of host
plants and creating appropriate habitats (Mathew and Mary Anto, 2007). It is also an
excellent way to exhibit local butterflies in their natural settings. In the sustenance of
butterflies, plants have a significant role. The immature stages of butterflies (larvae) are
voracious feeders and show specific preference to host plants. For instance, the Grass
Yellows feed on Leguminosae, the Common Crow on cherry and ficus, the Lime
Butterfly on orange or lime, Danaine butterflies on milkweeds, Bird-Wings on
aristolochia plants and so on. The adults (butterflies) feed at a variety of flowers such as
Lantana, Clerodendron, Ixora, and Zinnia on nectar. Aristolochia indica, Citrus, Cycas,
Thottea siliquosa, Alseodaphne semiecarpifolia, Cinnamomum, Polyalthia, Miliusa
tomentosa, Michelia champaca, and Murraya koenigi were some of the butterfly larval
host plants introduced in the garden. In addition to these, a variety of flowering and
ornamental plants such as Begonia, Cuphea, Cycas, Gardenia, Hibiscus, Ixora,
Jasminum, Doxantha, Kalanchoe, Mussaenda, Ocimum, Rose, Tabernaemontana, Vinca
rosea, Zinnia, Lantana, Crotalaria, Clerodendon and Asclepias were introduced in the
garden for providing nectar for the butterflies.
Other than host plants, butterflies require specific environmental conditions which were
created through careful landscaping of the area. Habitats such as open areas, bushes,
lianas, streams, waterfalls, rock gardens etc. are preferred by different groups of
butterflies. A rock garden was also set up where host plants suited for dry season
butterflies were introduced.
2.
Aqua garden (Aquatic plants)
In order to familiarise the aquatic flora found in our waters, representatives of common
aquatic flora were introduced in ponds set up in the garden (Table 2).
7
Table 2. List of aquatic plants introduced in the Park
Family
Species
Scrophulariaceae
Bacopa monnieri
Apiaceae
Centella asiatica
Cyperaceae
Cyperus pangoiie
Pontederiaceae
Eichornia crassipes
Hydrocharitaceae
Hydrilla verticellata
Convulvulaceae
Ipomoea aquatica
Scrophulariacea
Lindernea sp.
Onagraceae
Ludwigia octovalvis
Marsileaceae
Marsilea minuta
Nymphaeaceae
Nymphaea pubescens
Nymphaea stellata (rose)
Nymphaea stellata (white)
Poaceae
Saccharum spontaneum
Salviniceae
Salvinia molesta
Typhaceae
Typha angustata
Plants representing 13 plant families were introduced.
3.
Rock garden (Xerophytes and succulents)
Xerophytes and succulents belonging to ten families were collected and planted in a rock
garden. Plants used for introduction are given in Table 3.
8
Table 3. List of xerophytes and succulents introduced in the Park
Family
Species
Agavaceae
Agave victoriae- reginae
Amaryllidaceae
Aloe variegata
Liliaceae
Asparagus racemosus
Vitaceae
Yucca whipplei
Crassulaceae
Pandanaceae
Cissus quadrangularis
Kalanchoe blossfeldiana
Opuntia falcate
Opuntia spp
Pandanus sanderi
Liliaceae
Sansevieria cylindrica
Asclepiadaceae
Sarcostemma acidum
Euphorbiaceae
Euphorbia antiquosum
Euphorbia spp.
Cactaceae
4. Epiphyte garden (Orchids)
Common epiphytes and orchids were introduced on suitable substrata such as trees or
logs present in the garden. The following species were introduced:
1.
Malaxis rheedii
2.
Bulbophyllum cylindraceum
3.
Vanda parviflora
5.
Gymnosperms
Gymnosperms are important as a group of ancient vegetation. Only one species of
Gymnosperms viz., Cycas circinalis was locally available for introduction in the park.
9
6.
Ferns
Ferns, considered to be quite ancient in their origin are known to be the major
contributors of fossil fuels such as coal and oil that we use. They are elegant and graceful
vegetation which are currently used very extensively in gardens all over the world.
Species belonging to 11 families (Table 4) were collected and introduced in the park.
Table 4. List of ferns introduced in the Park
Family
Species
Polypodiaceae
Acrostichum aureum
Adiantaceae
Adiantum indicum
Angiopteridaceae
Angiopteris evecta
Aspleniaceae
Asplenium formosa
Blechanaceae
Blechnum occidentale
Blechnum gibbum
Davalliaceae
Davallia feejiensis
Schizaeaceae
Lygopodium microphyllum
Oleandraceae
Nephrolepis exaltata
Ophioglossaceae
Ophioglossum vulgatum
Pteridaceae
Pteris vittata
Selaginellaceae
Selaginella inequalifolia
7. Star forest
Identification of specific plants as representative of each astrological star was a method
adopted for biodiversity conservation by our ancestors. Attributing religious sentiments
had a positive impact on conservation of several rare and threatened taxa and hence, a
special theme on ‘Star Forest’ was also introduced in the Bio-park. The plants associated
10
with the 27 stars are listed in Table 4. Children will be encouraged to nurture species
belonging to his/her star. Stars and plants representing each star are given in Table 5.
Table 5. List of plants representing various stars of the horoscope introduced in the Park
No.
Star
Tree
Botanical name
1
Aswathi
Kanjirum
Strychnosnux-vomica
2
Bharani
Nelli
Phyllanthus emblica
3
Karthika
Atthi
Ficus racemosa
4
Rohini
Njaval
Syzygium cumini
5
Makayiram
Karingali
Acacia catechu
6
Thiruvathira
Karimaram
Diospyros ebenum
7
Punarthum
Mula
Bambusa bambos
8
Pooyam
Arayal
Ficus religiosa
9
Ayilyam
Nangu
Mesua ferrea
10
Makam
Peral
Ficus bengalensis
11
Pooram
Plasu
Butea monosperma
12
Utthiram
Itthi
Ficus microcarpa
13
Attham
Ambazham
Spondias pinnata
14
Chitthira
Koovalam
Aegle marmelos
15
Chothi
Neermathalam
Crataeva magna
16
Visakam
Vayyankaitha
Flacourtia montana
17
Anizham
Elenji
Mimusops elengi
18
Thriketta
Vetti
Aporusa lindleyana
19
Moolam
Payin
Vateria indica
20
Pooradam
Vanji
Salix tetrasperma
21
Uthradam
Plavu
Artocarpus heterophyllus
22
Thiruvonam
Erukku
Calotropis gigantea
23
Avittam
Vanni
Prosopis juliflora
24
Chathayam
Kadambu
Anthocephalus cadamba
11
25
Pooruruttathi
Thenmavu
Mangifera indica
26
Uthrattathi
Karimbana
Borassus flabellifer
27
Revathi
Irippa
Madhuca longifolia
4. Constraints in setting up Bio-parks in schools
Fund availability
The main constraint for setting up Bio-parks in schools is fund availability. The two Bioparks set up under this project were with a one time grant from the Kerala State Council
for Science Technology and Environment under the Chief Minister’s Special Programme.
Perhaps, we may have to explore the possibility of mobilising funds from various
Government Departments (Education, Forest etc.) or through contributions from PTA
funds in Schools.
Maintenance of the parks
The day to day activities of the park such as watering, tending of plants etc. were
proposed to be carried out by the students themselves. For this, it was proposed to form
Eco-clubs under the charge of a teacher and the members of the club have to take the
responsibility of maintaining the Park. In Schools, there could be constraints since the
students in higher classes or those preparing for the Entrance Examination may not be
willing to cooperate. In that case, students in junior classes may be encouraged to take
part in the Bio-park activities. Also, children residing in the vicinity of the school may be
in a better position to participate in the activities compared to those coming from far off
places. Perhaps, one hour per week may be exclusively allocated for nature conservation
activities. Routine visits / follow up actions of experts are necessary in the initial phases
for park establishment and for sustaining the interest of the student in maintaining the
park.
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IV. Conclusions
Various attempts have been made for conservation of biological diversity- through
legislation and setting aside Protected Areas and Wildlife Sanctuaries. Participation of
the public is essential for the success of any conservation programme. For this, we have
to generate interest among the public for conserving biodiversity. Students form the most
important target group in conservation programmes. Hence, attempts have to be made to
generate conservation awareness among school children. Formation of Bio-parks in
schools through students’ participation is a very effective method to achieve this.
Apart from generating conservation awareness, Bio-parks also form an important activity
in conserving local biota. Due to the developmental activities of man, most of the native
flora and fauna have been destroyed and much of the local biodiversity is on the verge of
extinction. Species loss has tremendous implications on the survival of mankind in this
universe and we need to develop strategies for conserving the biological diversity. Since
the components of the Bio-park covers a variety of indigenous plant groups, which in
turn support characteristic fauna ranging from invertebrates to vertebrates, it is an
effective method for conserving native wild flora and fauna. Apart from this, school
children will derive immense satisfaction through nurturing plants and animals both in
the premises of the educational institutions as well as in their homesteads. Hence,
popularisation of Bio-parks in academic / educational Institutions will be significant step
towards environmental conservation.
V. Acknowledgements
We are grateful to our colleagues Dr. C. Renuka, Dr. K.C. Chacko and Dr. K.V. Bhat for
kindly going through the manuscript and for offering useful suggestions. This project was
funded by the Kerala State Council for Science, Technology & Environment,
Trivandrum.
13
VI. References
Mathew, G. and Mary Anto 2007. In situ conservation of butterflies through
establishment of butterfly gardens: a case study at Peechi, Kerala, India. Current Science
93(3): 337- 347.
Nayar, M.P. 1997. Biodiversity challenges in Kerala and science of conservation biology.
In: Pushpangadan, P. P. and Nair, K.S.S. (eds.) Biodiversity and Tropical Forests: The
Kerala Scenario. The State Committee on Science, Technology and Environment,
Trivandrum.
14
Fig. 2. The main entrance of the Bio-park established at CWRDM, Calicut.
Fig. 3. The main entrance of the Bio-park in the Model Boys’ H.S.S., Trichur.
1